Papers by Beverley Oliver
Higher Education Research & Development, 2013 Vol. 32, No. 3, 450–463, 2013
Curtin University’s Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were exc... more Curtin University’s Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were excellent and sustainable. Before C2010, graduate attributes were not universally emphasised and indicators showed room for improvement in generic skills. C2010 focused on embedding graduate attributes through three strategies. The first was embedding graduate attributes in degree programs and mapping for constructive alignment of outcomes and assessments. The second strategy was related: programs were reviewed drawing on evidence including perspectives of graduates, employers and program teams on the relative importance of graduate attributes and the extent to which they were generally demonstrated or developed. The third strategy was a university-wide eportfolio system enabling students’ self- and peer-assessment of graduate attributes. Since completion of C2010, proxy indicators show improvement. However, this paper highlights the challenges associated with graduate attributes and renewal. These include: academic staff engagement, the time needed for innovations to come to fruition and evidencing achievement of graduate attributes.
Journal of Teaching and Learning for Graduate Employability, 2(1), 2 - 27. , 2011
with Whelan, B., Hunt, L., & Hammer, S. : Abstract: The higher education sector in Australia is m... more with Whelan, B., Hunt, L., & Hammer, S. : Abstract: The higher education sector in Australia is moving rapidly towards greater accountability in regard to graduate employability outcomes. Currently, data on new graduates' self-reported generic skills and employment status provide the evidence base for universities to make judgements about the effectiveness of curricula in preparing students for employment. This paper discusses alternative sources of evidence, namely the Graduate Employability Indicators (GEI) - a suite of three online surveys designed to supplement current indicators. They are designed to gather and report graduate, employer and course (teaching) team perceptions of the achievement and importance of graduate capabilities within specific degree programs. In 2009 and 2010, the surveys were administered to stakeholder groups associated with Accounting degrees in four Australian universities. In total, 316 graduates, 99 employers and 51 members of the course teaching teams responded to the surveys. This report presents the aggregated results from the trial. These suggest that the fourteen capabilities at the heart of the GEI are considered important, and that both quantitative and qualitative items facilitate the reporting of essential information. Both Accounting employers and teaching staff consider that important capabilities need to be better demonstrated by new graduates. The graduates themselves identified ways in which their courses can be improved to enhance their early professional success. An importance-performance analysis suggests prioritising particular capabilities for immediate attention in particular, work related knowledge and skills, writing clearly and effectively, thinking critically and analytically, solving complex, real-world problems and developing general industry awareness. This paper suggests that an enhanced industry focus might be effected through authentic assessment tasks, and clear identification of the capabilities developed through the curriculum.
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful ou... more This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on assuring graduate outcomes. The report contains:
a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
a literature review of the good practices and key outcomes for teaching and learning from national and international research
the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships identifies areas in which further work or development are appropriate.
Assuring standards of academic achievement is central to current policy initiatives within and be... more Assuring standards of academic achievement is central to current policy initiatives within and beyond Australia. There is no one validated way of assuring standards, and institutions are likely to use a range (and probably combinations) of approaches. This paper proposes a proof of concept of an approach, already in the preliminary stages of implementation at Curtin University, based on predominantly formative approaches. In this proposal, course (program) teams draw on national guidelines and frameworks to create course-wide holistic rubrics to articulate and exemplify levels of capability achievement (during a course, at graduation and beyond). These are communicating to stakeholders, particularly students who can use portfolios to gather evidence of their achievements at or beyond the required standards. Subsequently, evidence from this approach may be harvested to inform more granular evidence of course effectiveness.
Keywords: standards, graduate attributes, capabilities, evidence-based, course quality
Interprofessional Collaboration: From Concept to Preparation to Practice, Collaborating Across Borders III, (CAB lll) Tuscon, Arizona, USA., 2011
Bathgate, K., Harris, C., Comfort, J., & Oliver, B.
Abstract: Background/Rationale: The assuranc... more Bathgate, K., Harris, C., Comfort, J., & Oliver, B.
Abstract: Background/Rationale: The assurance of learning of key capabilities and competencies by university graduates is a world-wide movement: measures such as the Collegiate Learning Assessment (Hardison & Vilamovska, 2009) attempt to report quantitative measures. In recent years there has been growing interest in capturing broader and, in the United States, essential learning outcomes (Association of American Colleges and Universities, 2004) and learning over time through ePortfolios (Rhodes, 2011). In Australia, universities have implemented graduate attributes (Coates, 2010). Curtin University has a whole of curriculum approach to mapping and evaluating achievement, and focal to this is its newly implemented iPortfolio (Oliver, 2009).
Methods/Methodology: The Health Sciences faculty has recently implemented an interprofessional capability framework, and an interprofessional first year curriculum. Curtin University’s iPortfolio is an online space for students and staff to create, share and publish evidence of their learning achievements and profes- sional development. It provides social networking features that encourage students to seek feedback from on their work and achievement of learning outcomes. iPortfolio has been utilised in one of the large (1800 student) first semester units Foundations for Professional Health Practice 100 as a tool for evaluating student development of key professional skills and as a means of giving and receiving feedback from an interprofessional peer learning group.
Results: Early anecdotal evidence suggests that despite the challenges of introducing new technology to a large cohort, students engaged with the technol- ogy and are using it effectively to reflect on their learning. There were several challenges introducing iPortfolio which were faced by staff and students however through communication and responsiveness of information technology staff these were overcome.
Conclusion: Introducing new iPortfolio technology into a new large interprofessional unit brings challenges which when overcome lead to unique and exciting opportunities for collaboration and learning in interprofessional peer learning groups in health.
Learning Forum London, 2010
Authors: Lee, K., Kinsella, M., Oliver, B., Konsky, B. v., & Parsons, R. Abstract: The roles of a... more Authors: Lee, K., Kinsella, M., Oliver, B., Konsky, B. v., & Parsons, R. Abstract: The roles of allied health professionals have expanded beyond traditional duties. Providers of higher education are left to find more effective methods of assessment in order to prepare graduates for these new roles. Emerging literature suggests the use of so-called ePortfolios to facilitate this graduate preparation. Curtin University in Western Australia piloted their ePortfolio system, the iPortfolio, in 2009. This system was integrated into the assessment structure of Pharmaceutical Practice 322, a third year unit in the Bachelor of Pharmacy program. The goal was to improve student learning using the iPortfolio as a medium for feedback and assessment. A study was conducted using two questionnaire-type instruments to assess students' perceptions of the iPortfolio as an assessment medium, their experience with the iPortfolio system, and whether using the iPortfolio improved the learning of course material. Each instrument collected both quantitative and qualitative data. The results and findings from both instruments were subsequently triangulated to improve the depth of understanding of the research objectives. From the data collected, it was found that whilst students were initially uncertain or negative about the implementation of the iPortfolio as an assessment medium, after 13 weeks of using the iPortfolio, they were generally enthusiastic about its use in the unit. However, regarding their experience with the iPortfolio system, students indicated that ease-of-use and ability to customise their iPortfolios were issues that needed to be addressed. Regarding the influence of the iPortfolio on learning, students indicated that they felt they were able to learn and retain more of the course material. Overall, results from this study are promising, and further studies into other applications of the iPortfolio to uncover its full potential are recommended.
Australian Collaborative Education Network (ACEN) National Conference 2010, Sep 27 2010, pp. 498-506. , 2010
This paper reports on the use of the Graduate Employability Indicators, a suite of three online s... more This paper reports on the use of the Graduate Employability Indicators, a suite of three online surveys for graduates, employers and members of the course teaching team, developed through the ALTC Project Building Course Team Capacity for Graduate Employability. The surveys were administered to graduates, employers and faculty staff for accounting and public relations/communications courses at four Australian universities in early 2010. Strategies used to identify and engage employers are discussed along with the impact that these strategies had on the total responses. Factors the ALTC Project Team found important were identifying and collating employer contacts, sending out reminder emails and establishing personal contact with stakeholders wherever possible. The paper also presents the lessons learnt through this survey process that may apply to activities undertaken by other researchers.
Teaching in Higher Education, 2012
ABSTRACT At Curtin University, student perceptions of teaching and learning are gathered and repo... more ABSTRACT At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff.
Teaching Fellowship: This fellowship aimed to encourage course leaders from universities across A... more Teaching Fellowship: This fellowship aimed to encourage course leaders from universities across Australia to engage in benchmarking partnerships with a focus on graduate employability, and to disseminate curriculum tools which would enable that focus: a curriculum mapping tool; graduate and employer surveys; and a needs analysis which assembled course quality indicators. During the fellowship journey, the original aims developed into a more comprehensive approach presented within a framework.
Australian Learning and Teaching Council, 2011
with Whelan, B. Abstract: The Graduate Employability Indicators (GEI) are online employability su... more with Whelan, B. Abstract: The Graduate Employability Indicators (GEI) are online employability surveys designed to supplement data from national surveys (such as the Australian Graduate Survey). The Graduate Employability Indicators, administered at degree program level, capture the perceptions of graduates, employers and course teaching teams about the importance of key capabilities to new graduates’ early professional success, and the extent to which those capabilities are demonstrated by new graduates. Results from the Graduate Employability Indicators can be used to inform course curriculum review, staff professional development and benchmarking. To date, 84 courses from 10 Australian higher education providers have used the Graduate Employability Indicators. Comprehensive information on the Graduate Employability Indicators is available at the Assuring Graduate Capabilities website (http://tiny.cc/boliver/).
Assessment & Evaluation in Higher Education, 2008
In the current climate in Australian higher education, quality assurance in university teaching i... more In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.
The Conversation, Jun 17, 2013
Massive Open Online Courses (MOOCs) have certainly got higher education folks talking. These free... more Massive Open Online Courses (MOOCs) have certainly got higher education folks talking. These free online courses, often from prestigious universities, have prompted one obvious question: why should students pay to go to university when they can get quality courses for free? The short answer is that universities don’t just teach: they give credentials. Universities have long been the gatekeepers to further study and professional careers. Degrees, grades and exam results – all derived from assessment tasks – are signals of knowledge, and past and predicted performance.
Australian Journal of Educational Technology, 23(2), 2007
with V Goerke. Abstract: Studies and commentary from the United States suggest that current under... more with V Goerke. Abstract: Studies and commentary from the United States suggest that current undergraduates, part of the so called Net Generation, are high end users of emerging technologies such as mobile devices and new communication tools. This paper reports results from an Australian study of first year undergraduates which confirms these assertions: ownership of laptops, mobile phones and music devices appears to be growing rapidly among this group, along with their use of tools such as instant messaging, blogs and podcasts. Discussion of these results include suggestions as to how teachers of first year undergraduates can incorporate these tools and devices into extramural learning experiences in order to increase engagement and exploit the Net Generation's desire for 'connectedness'.
Australian Technology Network Assessment Conference, 2011
ePortfolios are playing an increasingly important role in both university and employment contexts... more ePortfolios are playing an increasingly important role in both university and employment contexts. This paper provides background on iPortfolio, Curtin‘s bespoke ePortfolio system and a discussion of three case studies chosen to illustrate the diverse uses of iPortfolio across different disciplines. The implications for assessment and learning are also presented. ePortfolios have the potential to be a valuable learning and teaching tool in a variety of settings including use with large student cohorts, particularly in first year when they are introduced, facilitating subsequent learning and professional development within the university context. iPortfolio illustrates the use of a new technology to encourage course-wide learning and reflection with links to developing and substantiating graduate attributes, all of which contribute to student engagement.
The paper explores student perceptions of using iPortfolio within the student-learning environment. This includes linking to assessable tasks, opportunities for reflection on work- integrated learning and the student experience. Case studies drawn from geology and health sciences illustrate the diversity of iPortfolio usage within a student-focused learning environment. The case studies discuss the implications and considerations of iPortfolio implementation for formative assessment and feedback, summative assessment with large first year cohorts as well as opportunities for final year students to reflect upon and record their professional practice experience.
Curtin‘s iPortfolio provides a dynamic environment for students to assess their achievement of graduate attributes and engage in self and peer evaluation. In a world increasingly dependent on Web 2.0 technologies, graduates of the future need to be able to reflect on their learning and present themselves in digital as well as face-to-face contexts. Using iPortfolio can assist students in developing graduate attributes throughout a degree and building greater employability. As with any new learning environment, authentic assessment is evolving. The paper concludes with a discussion on the limitations, lessons learnt so far and the potential future use and rewards from adopting ePortfolios within university teaching environments.
Teaching in Higher Education, 18(4), 427-439, 2013
Authors: Tucker, B., Oliver, B., & Gupta, R. - Abstract:
At Curtin University, student perceptio... more Authors: Tucker, B., Oliver, B., & Gupta, R. - Abstract:
At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff.
Paper presented at the Australian Universities Quality Forum, Melbourne., 2011
with Bethel, P., Fernandez, J. M., Harrison, J., & Breit, R. - Abstract: Benchmarking is commonly... more with Bethel, P., Fernandez, J. M., Harrison, J., & Breit, R. - Abstract: Benchmarking is commonly perceived as a key part of quality assurance and enhancement, and universities have had limited success to date in benchmarking, nationally or internationally, in matters concerning teaching and learning. This is partly due to the paucity of comparable quantitative indicators. The challenges are even greater when benchmarking is at course (program) level. As part of an Australian Learning and Teaching Council fellowship (Benchmarking partnerships for graduate employability), a process was designed to enable course leaders to engage in collaborative and confidential benchmarking at course level, with a particular focus on graduate employability (or, more specifically, the assurance of graduate capability development and achievement). Among the 24 benchmarking partners were three course leaders in undergraduate journalism. This paper describes their collective experiences and some of the outcomes of the benchmarking exercise. It also highlights some of the challenges of benchmarking in a discipline where graduates may follow a range of career paths, and where technology means professional practice is evolving at a very rapid pace. Given these underpinning uncertainties, discussions around employability and appropriate graduate capabilities are best had face to face with adequate time for establishing common understandings. This has also been a focused way of building capacity and scholarly networking.
Australian Journal of Educational Technology, 27(6), 1026-1041, 2011
with Whelan, B. Abstract: The Assurance of Learning for Graduate Employability framework is a qua... more with Whelan, B. Abstract: The Assurance of Learning for Graduate Employability framework is a quality assurance model for curriculum enhancement for graduate employability, enabling graduates to achieve "the skills, understandings and personal attributes that make [them] more likely to secure employment and be successful in their chosen occupations to the benefit of themselves, the workforce, the community and the economy" (Yorke, 2006). Of particular note is the framework's dependence on three foundations, including easy access to integrated and accessible tools for staff and student self-management. In other words, this approach to curriculum quality depends on staff and student access to tools that enable them to self-manage their learning. This paper examines two aspects which informed the design of a student e-portfolio system, iPortfolio, intended for students' self-management of their learning, particularly recording evidence of their achievement of capabilities. The paper focuses on two particular considerations in the design of the iPortfolio: adoptability and learning analytics. Adoptability means the phase preceding adoption, whether students have the devices, platforms and technology skills to be able to use such an innovation. The iPortfolio also facilitates learning analytics: it has the capability to gather data related to learning indicators for course quality assurance purposes. Both adoptability and analytics are very dynamic fields: new devices, platforms and applications constantly spark changes in user habits, and policy changes mean institutions need to be able to provide new data, often at short notice. In the conclusion, the paper suggests how tools such as the iPortfolio can be designed for 'future proofing' and sustainability.
Evaluations and Assessment Conference, Brisbane, 2007
Curtin University of Technology is in the process of completing comprehensive course reviews of a... more Curtin University of Technology is in the process of completing comprehensive course reviews of all its courses by 2010. A key factor in reviewing courses is extensive internal and external stakeholder feedback to ensure that graduates have achieved Curtin’s graduate at- tributes and thereby appropriate employability skills. In this project, comprehensive course re- view consists of two distinct processes: the first is the curriculum mapping of the course to ensure alignment within units and across the entire course; the second is assistance for course teams to implement reviewed curricula (with particular focus on improving classroom practice). This pa- per focuses on the details of the curriculum mapping process devised for this project and which has recently been cited as best practice in a national report. Curtin adopted an outcomes focus- sed framework in 2003. All units and courses have learning outcomes which are derived from Curtin’s graduate attributes. In the mapping process described here, all unit learning outcomes are coded and mapped to show the spread of unit learning outcomes and how they ensure student achievement of the course learning outcomes which focus on work readiness of graduates. In ad- dition, all unit learning outcomes within a course are assigned a star rating based on Bloom’s taxonomy of educational objectives: this star rating allows course teams to see the spread of higher order thinking skills, and where they are developed within a course. Using this process, teaching staff code their own learning outcomes, and ensure that assessment aligns directly with unit learning outcomes. This paper also includes discussion of issues and challenges such as teaching staff involvement and “buy in”, problems associated with version control of course in- formation, and the role of teaching and learning staff in assisting teams to review courses.
Many studies suggest that young people, including commencing undergraduates are increasingly ‘Net... more Many studies suggest that young people, including commencing undergraduates are increasingly ‘Net-savvy’ and sophisticated users of information and communication technologies devices and techniques, including their ability to find information. This paper reports on the self-efficacy and ability of two diverse cohorts of students (one in 1999-2000 and the other in 2004-5) in finding websites and journals for academic purposes, using the same methods. The preliminary results suggest that more recent cohorts (that is, those closer to what has been more recently described as the ‘Net Generation’) have greater confidence in their ability to find websites and journals for academic study, and that their confidence is justified. However, deeper investigation suggests that these ‘Net Gen’ undergraduates are more confident than they should be, and that academic and information literacy programmes for commencing students are still necessary to ensure that our more ‘Net-savvy’ students are also ‘search-savvy’. Because of the differences in the cohorts tested in this research, the findings are limited; nevertheless, this small study does highlight discrepancies in students’ self-efficacy and indicators of ability. Having more robust tools to assess students’ abilities to find information, particularly for use with commencing undergraduates, would be a useful addition to university curricula.
Educause Australasia, 2009
This paper examines pedagogical benefits of an electronic student portfolio to critically reflect... more This paper examines pedagogical benefits of an electronic student portfolio to critically reflect on formal learning and life experiences that enhance employability skills. Goals of the approach are to 1) provide a framework for reflection on the attainment of graduate attributes, professional competencies, and course learning outcomes; 2) capture artefacts and reflections when and where learning occurs; 3) promote global citizenship and interdisciplinary collaboration; and 4) foster on-going professional development and professional networking with industry relevance and focus. The approach places emphasis on learning that takes place both within and outside of traditional classroom settings. This includes learning arising from course requirements, including work-integrated learning, practicums, and fieldwork. It also includes critical reflection on the development of employability skills gained in extracurricular activities, volunteer work, community service and other life experiences.
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Papers by Beverley Oliver
a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
a literature review of the good practices and key outcomes for teaching and learning from national and international research
the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships identifies areas in which further work or development are appropriate.
Keywords: standards, graduate attributes, capabilities, evidence-based, course quality
Abstract: Background/Rationale: The assurance of learning of key capabilities and competencies by university graduates is a world-wide movement: measures such as the Collegiate Learning Assessment (Hardison & Vilamovska, 2009) attempt to report quantitative measures. In recent years there has been growing interest in capturing broader and, in the United States, essential learning outcomes (Association of American Colleges and Universities, 2004) and learning over time through ePortfolios (Rhodes, 2011). In Australia, universities have implemented graduate attributes (Coates, 2010). Curtin University has a whole of curriculum approach to mapping and evaluating achievement, and focal to this is its newly implemented iPortfolio (Oliver, 2009).
Methods/Methodology: The Health Sciences faculty has recently implemented an interprofessional capability framework, and an interprofessional first year curriculum. Curtin University’s iPortfolio is an online space for students and staff to create, share and publish evidence of their learning achievements and profes- sional development. It provides social networking features that encourage students to seek feedback from on their work and achievement of learning outcomes. iPortfolio has been utilised in one of the large (1800 student) first semester units Foundations for Professional Health Practice 100 as a tool for evaluating student development of key professional skills and as a means of giving and receiving feedback from an interprofessional peer learning group.
Results: Early anecdotal evidence suggests that despite the challenges of introducing new technology to a large cohort, students engaged with the technol- ogy and are using it effectively to reflect on their learning. There were several challenges introducing iPortfolio which were faced by staff and students however through communication and responsiveness of information technology staff these were overcome.
Conclusion: Introducing new iPortfolio technology into a new large interprofessional unit brings challenges which when overcome lead to unique and exciting opportunities for collaboration and learning in interprofessional peer learning groups in health.
The paper explores student perceptions of using iPortfolio within the student-learning environment. This includes linking to assessable tasks, opportunities for reflection on work- integrated learning and the student experience. Case studies drawn from geology and health sciences illustrate the diversity of iPortfolio usage within a student-focused learning environment. The case studies discuss the implications and considerations of iPortfolio implementation for formative assessment and feedback, summative assessment with large first year cohorts as well as opportunities for final year students to reflect upon and record their professional practice experience.
Curtin‘s iPortfolio provides a dynamic environment for students to assess their achievement of graduate attributes and engage in self and peer evaluation. In a world increasingly dependent on Web 2.0 technologies, graduates of the future need to be able to reflect on their learning and present themselves in digital as well as face-to-face contexts. Using iPortfolio can assist students in developing graduate attributes throughout a degree and building greater employability. As with any new learning environment, authentic assessment is evolving. The paper concludes with a discussion on the limitations, lessons learnt so far and the potential future use and rewards from adopting ePortfolios within university teaching environments.
At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff.
a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
a literature review of the good practices and key outcomes for teaching and learning from national and international research
the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships identifies areas in which further work or development are appropriate.
Keywords: standards, graduate attributes, capabilities, evidence-based, course quality
Abstract: Background/Rationale: The assurance of learning of key capabilities and competencies by university graduates is a world-wide movement: measures such as the Collegiate Learning Assessment (Hardison & Vilamovska, 2009) attempt to report quantitative measures. In recent years there has been growing interest in capturing broader and, in the United States, essential learning outcomes (Association of American Colleges and Universities, 2004) and learning over time through ePortfolios (Rhodes, 2011). In Australia, universities have implemented graduate attributes (Coates, 2010). Curtin University has a whole of curriculum approach to mapping and evaluating achievement, and focal to this is its newly implemented iPortfolio (Oliver, 2009).
Methods/Methodology: The Health Sciences faculty has recently implemented an interprofessional capability framework, and an interprofessional first year curriculum. Curtin University’s iPortfolio is an online space for students and staff to create, share and publish evidence of their learning achievements and profes- sional development. It provides social networking features that encourage students to seek feedback from on their work and achievement of learning outcomes. iPortfolio has been utilised in one of the large (1800 student) first semester units Foundations for Professional Health Practice 100 as a tool for evaluating student development of key professional skills and as a means of giving and receiving feedback from an interprofessional peer learning group.
Results: Early anecdotal evidence suggests that despite the challenges of introducing new technology to a large cohort, students engaged with the technol- ogy and are using it effectively to reflect on their learning. There were several challenges introducing iPortfolio which were faced by staff and students however through communication and responsiveness of information technology staff these were overcome.
Conclusion: Introducing new iPortfolio technology into a new large interprofessional unit brings challenges which when overcome lead to unique and exciting opportunities for collaboration and learning in interprofessional peer learning groups in health.
The paper explores student perceptions of using iPortfolio within the student-learning environment. This includes linking to assessable tasks, opportunities for reflection on work- integrated learning and the student experience. Case studies drawn from geology and health sciences illustrate the diversity of iPortfolio usage within a student-focused learning environment. The case studies discuss the implications and considerations of iPortfolio implementation for formative assessment and feedback, summative assessment with large first year cohorts as well as opportunities for final year students to reflect upon and record their professional practice experience.
Curtin‘s iPortfolio provides a dynamic environment for students to assess their achievement of graduate attributes and engage in self and peer evaluation. In a world increasingly dependent on Web 2.0 technologies, graduates of the future need to be able to reflect on their learning and present themselves in digital as well as face-to-face contexts. Using iPortfolio can assist students in developing graduate attributes throughout a degree and building greater employability. As with any new learning environment, authentic assessment is evolving. The paper concludes with a discussion on the limitations, lessons learnt so far and the potential future use and rewards from adopting ePortfolios within university teaching environments.
At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff.